Students have assembled their knowledge ready to reshape, refine and share

After:

	How	Using Technology	Why?
Enabling students to reflect on and show what they have learned	Complete the L section of the KWL chart Get students to reflect on what they have learnt and what they now know. What was the ‘big picture’ about? What did we learn? Why?		If students have completed the KWL chart individually then this could be used as summative assessment This is a form of structured note making and could be used by the student for later revision
	Provide an exit slip If the lesson is a stand alone lesson, students can complete an exit slip to show what they learned	exit slip	Formative assessment, shows level of class understanding of a topic
	Add to ‘brainstorming’ throughout topic	Students could add to the mindmeister ‘brainstorm’ they developed at the beginning of the topic	Compare before and after ‘brainstorms’ to show new learning
Do all students have to do the same?	Allow students to showcase their learning in different ways.	Glogster – make an online poster Weebly – create a website	Allowing students to complete work in different ways: caters for different learning styles, allows for choice and gives ownership to students
Provide a structure for less able learners	For some students the assessment criteria will be enough to get them going, for others, scaffolding in the way of key headings may be necessary using a writing frame.	Use a ‘writing’ frame. In mathematics see Dan Meyer’s TED talk where he shows how to get students to stop and think, supporting them in problem solving	Differentiation, personalising learning at work
Share and Display great student work	Allow for gallery walks where at a simple level students display their work for others in the class to see, as it is developing. At a higher level students can discuss progress, critique and respond to what others are developing	‘gallery walks’	This provides ‘prompts’ for those students who may not be sure of what to do next Helps with the development of communication, language and higher order thinking This provides an opportunity for all students to see what excellence looks like
Peer and self assessment	Having students critique their own and others work, helps them to develop language skills and reflect on what they did well, what they could improve and to identify next steps	Peer and self assessment